Transcript SWP UNIT 6.

Unit VI
PERSONAL
AND
PROFESSIONAL DEVELOPMENT
SELF AWARENESS
What?
Self Awareness
(SA)
Why?
How?
WHAT IS SELF?
Who am I?
Self-Concept: Who are you?
• Self-concept refers to your subjective
description of who you think you are.
• Self-image is your view of yourself in
particular situations
Self-Concept Components
• Attitude: a learned predisposition to
respond to a person, object, or idea in a
favorable or unfavorable way.
• Beliefs: The way in which you structure
your understanding of reality (true/false).
• Values: Enduring concepts of good and
bad, right and wrong.
One of Many Selves?
• The Material
Self
• The Social Self
• The Spiritual
Self
The Material Self
• The material self is a
total of all the tangible
things you own:
– Your body
– Your possessions
– Your home
The Social Self
• The social self is
that part of you that
interacts with others:
– You change based
on interaction with
others.
– Each relationship
you have with
another person is
unique.
The Spiritual Self
• The spiritual self consists of all
your internal thoughts and
introspections about your values
and moral standards:
– It is the essence of who you think
you are.
– It is a mixture of your spiritual
beliefs and your sense of who you
are in relationship to other forces in
the universe.
How the Self-Concept Develops
• Our communication
with other individuals
• Our association with
groups
• Roles we assume
• Our self-labels
Self-Concept:
Association with Groups
• Our awareness of who we are is often
linked to who we associate with:
– Religious groups
– Political groups
– Ethnic groups
– Social groups
• Peer pressure is a powerful force in
shaping attitudes and behavior.
Self-Concept:
Assumed Roles
• Your self-concept likely reflects the roles
you assume:
– Mother
– Brother
– Teacher
– Student
• Gender asserts a powerful influence on
the self-concept from birth on.
WHAT IS SELF AWARENESS?
Self awareness is the process of understanding one's own
beliefs, thoughts. motivations, and recognize how they
affect others
(Boyed, 2005)
• SA is a personal understanding of the very core of ones
own identity.
• It is the ability to assess one’s personality, behaviors &
skills accurately
• SA is the ability to perceive ones own existence including
ones own traits, feelings and behaviors
Self awareness Contd…)
• It involves objectively examining one’s personal
beliefs, attitudes, motivations, strengths and
limitations
• Understanding another begins with understanding
oneself….
• To effectively use the self as a tool ‘ nurses must
possess knowledge of their personal response
pattern s, strengths and limitations
(Stuart & Laaia, 2005; EckrothBucher,2001)
Why Self Awareness?
The Social Worker must examine personal
feelings, actions and reactions. A firm
understanding and acceptance of self allows the
Social Worker acknowledges clients differences
and uniqueness
Social Workers who care for biological,
psychological, and socio-cultural needs of the
patient see a broad range of human experience;
They must learn to deal with anxiety, anger,
sadness and joy in helping people throughout
their life.
Why Self Awareness Contd…)
• It allows an individual to interact with
others comfortably, to accept the
difference in others and to observe each
person’s right to respect and dignity
• Self awareness allows the Social Worker
to observe, pay attention to, and
understand the subtle responses and
reactions of clients when interacting with
them
Why Self Awareness Contd…)
• The process of self awareness compels Social Workers
to examine their own value positions so these biases
and prejudices are not projected on to others, and so
Social Workers do not reject others who do not share
similar values
Why Self Awareness Contd…)
• Knowing thyself is a basic principle of Social Workers
• The process of self awareness in important because the
Social Workers psychological state influences the way
clients information is analyzed
• The process of personal introspection adds dimension
to the Social Workers -client relationship and is pertinent
to understanding client responses, thus enabling the
Social Workers to explore these issues with their client
Why to Become Self Aware
• To improve performance
• To manage yourself
– Set appropriate goals, choose appropriate careers,
manage stress
• To understand differences between you and others
– Understand why others react to you the way they do
– Adapt your communication to others’ needs
– Develop interpersonal skills
HOW TO LEARN SELF
AWARENESS?
How to Become Self Aware
• Know your prejudices
• Know your motivation and needs
• Know your responses
 Feedback from friends & family
 Feedback from peers (Active listening and openness)
 Feedback from yourself
How to Become Self-Aware:
Some Ways of Thinking about Yourself
Personality
Specific Traits
Knowledge
Abilities
Learning Styles
Preferences
Skills
Values
Goals
Motives
“Knowing others is wisdom, knowing
yourself is Enlightenment.”
Tao Tzu
Therapeutic Nurse-Client
Relationship
What is the Social Worker-client relationship?
series of purposeful, goal directed interactions that
focus on the client’s needs…
– Confidential
– Reliable
– Consistent
– Mutually defined Collaborative
– Goal oriented
– Professional relationship
– With clear boundaries
DYNAMICS OF SOCIAL WORK-CLIENT
RELATIONSHIP
(Problem Solving Approach)
•
Relationship consistently focused on the client's
problems and needs
•
Potential solutions to problems discussed
•
•
•
•
•
Explore feelings/ alternate solutions
Discuss strategies for change
Explore strengths and limitation
Assist to select alternative
New coping skills develop
•
Behavioral change encouraged
•
Give positive feedback for efforts
•
Evaluate outcome
Self-Concept:
Communication with others
• We don’t come to know ourselves in a
vacuum.
• Charles Horton Cooley advanced the
notion of the figurative looking glass.
• Self-concept development begins at birth
Self-Concept:
Association with Groups
• Our awareness of who we are is often
linked to who we associate with:
– Religious groups
– Political groups
– Ethnic groups
– Social groups
• Peer pressure is a powerful force in
shaping attitudes and behavior.
Self-Concept:
Assumed Roles
• Your self-concept likely reflects the roles
you assume:
– Mother
– Brother
– Teacher
– Student
• Gender asserts a powerful influence on
the self-concept from birth on.
Self-Concept:
Self-Labels
• Self-concept is affected by others but we
are not blank slates.
• Self-reflexiveness is the human ability to
think about what we’re doing while we’re
doing it.
• Through self-observation we discover
strengths which encourage us to assume
new labels.
Self-Esteem:
What is your value?
• While self-concept refers to your
description of who you are, self-esteem
refers to your evaluation of who you are.
• Your self-esteem can fluctuate and rise or
fall within the course of a day.
Self-Esteem:
Gender Differences
• In patriarchal
cultures, women and
girls suffer loss of
self-esteem to a
greater degree than
men and boys.
– Boys often feel better
able to do things than
girls.
– Differential
reinforcement
(athletics)
Self-Esteem:
Social Comparisons
• We become more aware of ourselves by
measuring ourselves against others, a
process called social comparison.
• It can be self-defeating to take social
comparisons too far, to cause your selfesteem to suffer because you compare
yourself unrealistically to others.
Self-Esteem:
Self-Expectations
• Self-expectations are those goals we set
for ourselves.
• Self-esteem is affected when you evaluate
how well you measure up to your own
expectations.
• Be weary of placing unrealistic demands
on yourself.
Self-Esteem:
Self-Fulfilling Prophecy
• The self-fulfilling prophecy refers to the
idea that what you believe about yourself
often comes true because you expect it to
come true.
• Your level of self-esteem affects the kinds
of prophecies you make about yourself
and colors your interpretation of events.
Communication & the
Enhancement of Self-Esteem
• Our feelings of low self-worth may
contribute to many of our societal
problems.
• Communication is essential in the
process of building and maintaining selfesteem.
Communication & Self:
Engage in POSITIVE self-talk
• Intrapersonal communication involves
communication within yourself – self-talk.
• Your self-concept and self-esteem
influence the way you talk to yourself.
• Your inner dialogue also has an impact on
your self-concept and self-esteem.
• Self-talk is related to the building and
maintaining of one’s self-concept.
Communication and Self:
Visualize
• Visualization involves “seeing” yourself
exhibiting some desirable behavior.
• Apprehensive public speakers can
manage their fears by visualizing positive
results:
– Reduce negative self-talk
– Enhances confidence and speaking skill
Communication and Self:
Develop Honest Relationships
• Have at least one other person that will
give you honest, objective feedback.
– You need a “straight scoop”
• Stuff that’s the hardest to hear about you
• Nobody else would dare tell you
• Trust enough to deal with the tough stuff
Communication and Self:
Lose your baggage
• Avoid constantly re-living negative
experiences.
• Let go of past experiences that cause
your present self-esteem to suffer.
Communication and the Enhancement
of Perceptual Accuracy
• Increase your
awareness
• Avoid stereotypes
• Check your
perceptions
– Indirect perception
checking
– Direct perception
checking
Positive and negative aspects of the
worker’s self and their effects on the client
and the Social Work Process.
VALUES, ATTITUDES
AND
PROFESSIONAL ETHICS
MEANING OF VALUES
Values provide the basic foundation for
understanding a person’s attitudes,
perceptions and personality. Values
contain judgmental element as to what is
right, good, or desirable. Values have both
content and intensity
attributes. Content attribute describeswhat is important; intensity attribute
describes- how much is it important.
DEFINITION OF VALUES
Edward Spranger defines the values as the
constellation of likes, dislikes, viewpoints,
shoulds, inner inclinations, rational and
irrational judgements, prejudices, and
association patterns that determine a
person’s view of the world.
M. Rokeach defines values, as a specific
mode of conduct or end-state of existence,
personally or socially preferable to an
opposite or converse mode of conduct or
end-state of existence.
TYPES OF VALUES
G.W. Allport and his associates have
identified
six types of values.
Theoretical: high importance to discovery of truth
through critical and rational approach.
Economic: Emphasis on useful and practical.
Aesthetic: Highest value on form and harmony.
Social: Highest value to the love of people.
Political: Emphasis on acquisition of power and
influence.
Religious: Concerned with the unity of
experience and
SOCIAL WORK’S CORE VALUES
1. Value: Service
Ethical Principle: Social workers’ primary goal is to help people in need
and to address social problems.
2. Value: Social Justice
Ethical Principle: Social workers challenge social injustice.
3. Value: Dignity and Worth of the Person
Ethical Principle: Social Workers respect the inherent dignity and worth
of the person.
4. Value: Importance of Human Relationships
Ethical Principle: Social workers recognize the central importance of
human relationships
5. Value: Integrity
Ethical Principle: Social workers behave in a trustworthy manner.
6. Value: Competence
Ethical Principle: Social workers practice within their areas of competence
and
develop and enhance their professional expertise.
DESIGNING VALUE BASED ORGANISATION
A value-based organisation promises sustainability and
prosperity to its endeavours. For designing value based
organisation, based on suggestions of Tannenbaum and
Davis, following points may be useful.
Treat people with trust.
Be respectful to human being.
Treat people as dynamic entity.
Accept and utilise human differences.
Treat individual as a whole person.
Encourage appropriate expression of feelings.
Promote authentic behaviour.
Use authority and networking for benefit of organisation.
Encourage appropriate confrontation.
Encourage willingness to take calculated risks.
Set process which shall take care of effective
accomplishment.
Emphasise collaboration.
ATTITUDES
Consider following three
statements:
Statement 1 : Male executives are high achievers in
comparison to
female counterparts;
Statement 2 : Anything with a tag “Made in Japan” is reliable;
Statement 3 : Discipline can be established through coercion
only.
You might have heard the statements mentioned above, or
you might have yourself used such statements sometime in
recent past. In all the three statements you are inclined to
evaluate something. The first, second, and third statements
are attempts to evaluate groups (male versus female),
objects (anything made in Japan), and an issue (maintaining
discipline) respectively. These statements may or may not be
true in overall sense. However a person giving such
statements is revealing his/her own attitude towards the
DEFINITION OF ATTITUDE
• According to Baron, Attitude is defined as,
lasting evaluations of people, groups, objects, or
issues- in fact, of virtually any aspect of the
social or physical world.
• Petty and Cacioppo state, Attitudes are general
evaluations people make about themselves,
other persons, objects, or issues.
• Breckler and Wiggins state, Attitudes are
enduring mental representations of various
features of the social or physical world. They are
acquired through experience and exert a
directive influence on subsequent behaviour.
Functions of Attitude
According to Katz, Attitudes serve four
important functions for individuals:
• Adjustment Function: People tend to develop favourable
attitude towards rewarding and beneficial functions as well as
relationship. Similarly people develop negative attitude
towards such functions and relationships, which shall attract
punitive actions.
• • Ego-defensive Function: Attitude can serve as devise for
protecting self-image.
• • Value-expressive Function: Attitude supports expression
of core values.
• • Knowledge Function: Attitude serves as standard or frame
for understanding and interpreting people and events around
them.
PROCESS OF FORMATION OF ATTITUDE
There are basically two sources of formation of attitude:
• Social Learning : It is acquiring attitudes from others.
There are broadly three processes of acquiring attitudes
through social learning: Classical Conditioning,
Instrumental Conditioning, and Modeling.
• Direct Experience : Attitudes are also formed through
real life experience, which may be also called as direct
experience or personal experience. Various studies suggest
that strength of the attitudes acquired through direct
experience is stronger than the strength of attitudes
acquired indirectly. Attitudes acquired through direct
experience are held more confidently and are more difficult
to be subjected to change. If you hold strong attitude
about an object, issue, or a person, and you want others to
properly understand your stand, it is better to let others
have direct experience with the attitude object.
Three processes of acquiring attitudes
through social learning:
Classical Conditioning is a basic form of learning in which one
stimulus regularly precedes another. It is learning based of
association, that when first stimulus is present, the second would
follow. Prejudices and preferences are created through classical
conditioning. Classical Conditioning can play a role in the
development of attitudes.
Instrumental Conditioning is concerned with learning to
express the “right” views. Instrumental Conditioning is created
through rewarding a desirable behaviour and discouraging an
undesirable behaviour. Thus a particular type of attitude is created
towards a particular type of action through Instrumental
Conditioning.
Modeling as a concept, deals with individuals acquiring new
behaviours through observing the actions of others. Individuals
tend to do what others do, not what others say. Thus attitudes
may be transmitted from one person to another, or from one
group to another, or from one generation to another.
WORK RELATED ATTITUDES
Job Satisfaction: The various attitudes people hold towards
their jobs are referred to as job satisfaction. It is individuals’
cognitive, affective, and evaluative reactions towards their jobs.
Job Involvement: It indicates how far individuals identify
Themselves with the job, and whether outcome of the work is
attached to self worth.
Organisational Commitment: It explains how people feel toward
their organisations. It is an attitude, which reflect the extent to
which people identify with and are involved with their
organisations and are unwilling to leave them.
PERSONAL ATTITUDE OF THE SOCIAL WORKER
THE SOCIAL WORKER IS ALSO A HUMAN BEING.
She /he will experience all the emotions that a human being
experiences.
As she/ he is in the position of helping others, there is a
tendency to feel superior. Sometimes when the client is
narrating.
His/her sad, past experiences, the social worker will identify
with her/his client, experience the same feeling as the client.
Sometime the social worker may tend to see the client as a
mirror image of herself/himself. All this may have its roots in
the worker's early life and experience.
She/he has to understand her/his own feelings and control
them while being professionally involved in the helping role.
She/he must accept the feelings of the client as they are.
She/he should not get them mixed up with her/his own.
She/he must focus on helping the client by constructive and
positive use of the client's emotions and resources.
PROFESSIONAL ETHICS
ETHICS
Ethics also called moral philosophy is concerned about what is right
and what is wrong.
It can be divided into two sections - normative ethics and metaethics.
Normative ethics deals with the principles we live by.
Metaethics has a larger concern and its deals with the nature and
methodology of moral judgments.
In other words, it deals with the basis on which decisions should be
made. Should the ultimate consequences of the decision, for example
be promoting happiness or promoting perfectionism in society?
Religious people base their decisions on what they believe to be the
will of god and on god's word. As social workers we are interested in
ethics so that our relationships with clients, our colleagues, our
superiors and our subordinates are within the framework of social
work values.
The Nature of Ethics
Ethical dilemma:
A situation that involves a decision about
appropriate behavior. Generally involves
situations in which welfare of one or more
individuals is affected by the results of the
decision.
MEANING: PROFESSIONAL ETHICS
The social worker having a
knowledge of theory, training,
specialisation and professional
organisation are controlled by
professional ethics.
THESE ETHICS ARE RULES OF CONDUCT.
NEED FOR ETHICAL BEHAVIOUR IN
SOCIAL WORK
• Social workers during their interaction with clients and their
significant others have to sensitive information
• Social workers are often in situations where their decisions
can cause serious damage to the client
• Social workers occupy positions of authority in
governmental and non governmental organisations
• Social workers are often in positions where they can
allocate resources
• Social workers have to preserve professional autonomy
PURPOSE OF A CODE OF ETHICS
According to the National Association of Social Workers, USA (NASW)
Code of Ethics serves six purposes:
1. The Code identifies core values on which social work's mission is
based.
2. The Code summarizes broad ethical principles that reflect the
profession's core values and establishes a set of specific ethical
standards that should be used to guide social work practice
3. The Code is designed to help social workers identify relevant
considerations when professional obligations confilictual or ethical
uncertainties arise.
4. The Code provides ethical standards to which the general public can
hold the social work profession accountable.
5. The Code socializes practitioners new to the field, to social work's
mission, values, ethical principles and ethical standards.
6. The Code articulates standards that the social work profession itself
can use to assess whether social workers have engaged in unethical
conduct.
PROFESSIONAL ETHICAL RESPONSIBILITIES OF SOCIAL WORK:
A social worker has ethical responsibilities towards his clients, the
employing agencies, his colleagues, his community and towards his
profession.
The social worker should give greater importance to professional
responsibility rather than over personal interests.
The social worker should respect the individual differences among
clients and should not any discrimination on a non-professional basis.
The Social worker has an ethical responsibility towards his employers
and should be loyal to them.
He/she should provide correct and accurate information to his
employer.
The social worker should be held accountable for the quality and extent
of service, observing the regulations and procedures of the agency.
The social worker has to respect his/her colleagues and should help in
fulfilling their responsibilities.
PROFESSIONAL ETHICAL RESPONSIBILITIES OF SOCIAL WORK………..
The social worker should assume the responsibility of adding to
Her/his knowledge.
She/he should treat all without discrimination and should cooperate
with other research and practice.
The social worker has an ethical responsibility towards the
community in protecting it from unethical practices.
She/he has to contribute knowledge and skills for the betterment of
the community.
Above all, the social worker has an ethical responsibility towards
her/his own profession.
She/he should defend her profession from unjust criticizism or
misinterpretation.
She/he should sustain and enhance public confidence through
Her/his self-discipline and personal behaviour.
The social worker should always support the view that professional
practice requires professional education.
STRESS
What Is Stress…?
• Stress is the body’s automatic response to any
physical or mental demand placed on it.
Adrenaline is a chemical naturally produced in
our body as a response to stress .
• Experiencing events that are perceived as
endangering one’s physical or psychological
wellbeing.
• Events = stressors
• Reaction = stress response
DEFINITION OF STRESS
• Stress is the “wear and tear” our body and
mind experience as we adjust to our
environment.
• When we perceive a threat, our nervous
system releases hormones which increase
heart rate, blood pressure and muscle tension.
This is known as the fight-or-flight response.
Examples
getting into an argument with your roommate,
forgetting an assignment is due, giving a
speech, etc.
EXAMPLES OF STRESSFULL
EVENTS
• Major changes - affecting large numbers
of people, e.g. war, nuclear accidents,
earthquakes.
• Major changes – affecting the individual
e.g. moving to new area,changing jobs,
getting married, losing a friend, serious
illness
• Everyday hassles – e.g. losing wallet,
stuck in traffic
• Source of stress within the individual –
CATEGORIES OF
STRESSFULL EVENTS
• Traumatic events
• = Situations of extreme danger outside the
range of normal human experience.
• e.g. natural disasters, disasters caused by
human activity, physical assaults,
catastrophic accidents
GOOD AND BAD STRESS
What the heck is good stress?

As stress increases so does performance and efficiency,
but only to a point.

Beyond that point performance and efficiency decreases.
Example-going out on a date
Is All Stress Bad?
• Moderate levels of stress may actually improve performance
and efficiency
• Too little stress may result in boredom
• Too much stress may cause an unproductive anxiety level
How do you know you’re over
stressed?
There are four areas where Stress affects
you:
1. Feelings
2. Thoughts
3. Behaviors
4. Physiological response
Feelings
•
•
•
•
•
•
Anxious
Irritated
Fear
Depressed
Angry
Embarrassment
Thoughts
• Negative self-talk
• Difficulty
concentrating
• Forgetfulness
• Dwelling on
possible negative
outcomes
Behaviors
• Acting impulsively
• Difficulty speaking
• Increased smoking
or alcohol use
• Change in appetite
• Nervous laughter
• Performance
reduction
Physical
• Headaches
• Sleeping problems
• Tight muscles
and/or stomach
• Fatigue
• Racing heart
• Sweaty, cold hands
• Neck and back pain
Identifying Stressors
Situations, activities, and
relationships that cause ‘trauma’ to
one’s physical, emotional, or
psychological self
Stressors
•
•
•
•
•
•
•
•
•
School
Work
Family
Relationships
Legal
Finances
Health/illness
Environment
Living Situation
Negative Effects of Stress
1. Physical
Weight gain/loss
Unexpected hair loss
Heart palpitations
High blood pressure
2. Emotional
Mood swings
Anxiety
Can lead to depression
•
Can also lead to unhealthy coping
strategies (i.e. alcohol, drugs, etc)
STRESS REACTIONS OF SOCIAL WORKERS
PHYSICAL STRESS SIGNS
COGNITIVE STRESS SIGNS
Headaches
Exhaustion
Teeth grinding
Negative rumination
Insomnia
Inability to focus on a task
Irritability, anger
Reduced libido
Muscle tension
Reduction in joy
Gastric disturbance
Mental fatigue
High blood pressure
Feelings of futility
Rapid heartbeat
Devaluing of co-workers
WHAT IS BURNOUT?
STRESS VS. BURNOUT
• Burnout is a
state of
emotional,
mental, and
physical
exhaustion
caused by
excessive
and
prolonged
stress.
STRESS
BURNOUT
Characterized by over
engagement
Characterized by
disengagement
Emotions are over reactive
Emotions are blunted
Produces urgency and
hyperactivity
Produces helplessness and
hopelessness
Loss of energy
Loss of motivation, ideals,
and hope
Leads to anxiety disorders
Leads to detachment and
depression
Primary damage is physical
Primary damage is
emotional
May kill you prematurely
May make life seem not
worth living
Social Workers Become
Stressed
• As Social Workers---here are talking about
professional work ---we are less effective
when under extreme stress.
• The purpose of this training is to identify
how stress can have a negative impact on
us. We will then offer some ways to
manage this.
Defining Terms…
There are a number of terms out there as
they relate to stress reactions…
• Vicarious Trauma
• Secondary Traumatic Stress
• Compassion Fatigue
• Burnout
Vicarious Trauma
• Vicarious Traumatization (VT) (McCann &
Pearlman, 1990) refers to harmful changes that
occur in professionals’ views of themselves,
others, and the world as a result of exposure to
graphic and/or traumatic material.
• VT can be seen as a normal response to
ongoing challenges to a helper’s beliefs
and values but can result in decreased
motivation, efficacy, and empathy.
– K. Baird & A. C. Kracen
Secondary Traumatic Stress
• Secondary traumatic stress (STS)
(Figley, 1995; Stamm, 1999) refers to
a syndrome among professional
helpers that mimics post-traumatic
stress disorder and occurs as a result
of exposure to the traumatic
experiences of others.
– K. Baird & A. C. Kracen
Compassion Fatigue
• Compassion fatigue is experienced by
caregivers who are overly focused and
upset by the cumulative trauma of those
they are trying to help.
• The symptoms are similar to those of post
traumatic stress disorder (PTSD).
Compassion Fatigue
• Compassion Fatigue is the cumulative
outcome of caring – caring too much
and for too long with no end to be seen.
• You are absorbing the trauma from the
eyes and ears of your clients.
• A natural consequence of working with
people who have experienced
extremely stressful events (Figley,
1995).
So what can I do to be
psychologically healthy?
–Address the three primary
factors that affect your
stress:
• Mind
• Situation
• Body
Managing Stress
• Stress Relief Strategies
1. Body relaxation exercises
- breathing techniques
- guided imagery
2. Physical exercise
-yoga
-work out routine
3. Meditation
4. Counseling
-talk therapy
-life coaching
Other Helpful tips
•
•
•
•
•
•
•
Changing perceptions and expectations
Break jobs/tasks into manageable parts
Set reasonable/realistic goals
Avoid procrastination
Set boundaries
Don’t compromise your values/beliefs
Schedule “me” time
Managing your stress
The ABC strategy
A=awareness
What causes you stress and how do you react?
B=balance
Where’s your line between positive and negative
stress?
C=control
What can you change?
Change your behavior
Become more assertive
Get organized
Ventilation
Humor
Step away from the
stressor
Benefits of Stress Management
• Physical health gets better
-more energy and stamina
• Emotions stabilized
-positive attitude
-hopeful/happier
• Ability to focus improved
-able to learn and achieve
Relax
• Our brain fires electrical waves at 14 or more
cycles a second.
• These are beta waves and are great for getting
tasks done, but not for learning new things.
• Taking a few minutes to relax deeply slows your
brain waves down.
• These slower waves are alpha waves.
• They occur at between 7 and 14 cycles a second
• Studies show alpha waves improve learning.
Burnout
DEFINITION -BURNOUT
• ERIC Thesaurus:
– Burnout: Negative feelings and/or
behaviors resulting from unsuccessful
attempts to cope with stress conditions
-- characterized by physical and
emotional exhaustion, chronic negative
attitudes, very low productivity, etc.
What Does Burnout Look Like?
• Exhaustion: first reaction to the stress of job
demands or major change
• Cynicism: minimize involvement at work and give
up on ideals
• Ineffectiveness: growing sense of inadequacy.
Symptoms of Burnout
Physical
• Elevated blood
•
•
•
•
pressure
Coronary heart
disease
Poor immune system
Increased occurrences
of
illness
Physical exhaustion
Mental
• Depression and mental
•
•
•
•
exhaustion
Change in professional
goals
Psychological withdrawal
from work
Growing concern for self
instead of others
Negative attitude towards
life in general
Symptoms of Burnout
Emotional
 Emotional exhaustion
or
detachment
• Inability to empathize
with
patrons
• Blaming patrons for
their
inability to understand
concepts or tools
• Feelings of reduced
personal
accomplishment
………….
SOCIAL
• Feelings of isolation
from
colleagues and
profession
• Rude towards patrons
• Irritable or impatient
• No time for colleagues
or
activities
• Unwillingness to help
patrons
• Depersonalization
Burnout Symptoms………..
• Physical symptoms include:
– fatigue, low energy
– poor sleep and headaches
– irritability
• Emotional symptoms include:
– anxiety and depression
– hopelessness
– aggression and cynicism
– substance abuse
What Causes Burnout?
• Herbert Freudenberger coined the term “burnout”
1974.
(1980)
• “over dedication, over commitment, and having
unrealistic goals”.
• “…whenever the expectation level is dramatically
opposed to reality and the person persists in trying
to reach that expectation.”
• “Burnout is pretty much limited to dynamic,
charismatic, goal-oriented men and women or to
determined idealists.”
(Becker, 1993)
Why Burnout is Thriving
According to Christine Maslach, “Burnout is
always more likely when there is a
mismatch between the nature of the job
and the nature of the person who does the
job”
 We feel overloaded
 We lack control over what we do
 We are not rewarded for out work
 We’re experiencing a breakdown in
community
 We aren’t treated fairly
More Contributors to Stress & Burnout
• Technology
•
•
•
Constantly changing
Email
Virtual Reference & Techno stress
(Van Fleet)
• Performance anxiety
• Info overload
• Loss of personal identity
• Downsizing, layoffs and/or retrenchment have forced
employees to take on the work of those who have left.
• Public service workers are spending more time on
administrative drudgery
• Multitasking
• Bringing work home
• Busy home lives make it difficult to find relief outside of the
workplace
• Economic stagnation - salaries vs. purchasing power
Five Steps to Help Burnout
•
•
•
•
•
Recognize the signs of burnout
Assess what you can handle
Seek help from others
Develop prevention techniques
Emotional Restoration
Assess
what you
can
handle
Emotional
Restoration
Recognize
the Signs
Develop Prevention
Techniques
Seek Help
from Others
Recognize the Signs
Recognize
the Signs
William Glasser’s Five Basic Needs
Survival
Love /
Belonging
Power
Freedom
Fun
Seek Help from Others
Seek Help
from Others
• Regular professional supervision with
an experienced senior colleague.
• Developing and maintaining
professional networks.
• Seek a culture of support (or seek to
create this culture in your workplace).
Prevention Techniques
Develop Prevention
Techniques
• Schedule “re-charge” times in your day
where you cannot be reached (no cell,
email or phone).
• Identify healing activities and attend to
spiritual needs.
• Learn the techniques of “cycle
breathing”
Prevention Techniques
Develop Prevention
Techniques
• Take time for relaxation and for lunch,
and take at least two consecutive
weeks for vacation.
• Take care of your body, through diet
and exercise.
• Set boundaries between home and
work: Don't play therapist in personal
relationships.
Emotional Restoration
Emotional
Restoration
Emotional Restoration is the process of
reducing mental fatigue, increasing
attentional capacity, and restoring
emotional well-being.
– Kaplan (1989)
Emotional Restoration
Emotional
Restoration
• Create a ‘no-stress zone’ or ‘safe space’ in the
office environment such as an outdoor court
yard for breaks. Encourage (and model) using
vacation days that allow for physical time away.
• Create outdoor break space away from the
dumpster and not overlooking the parking lot.
Emotional Restoration
Emotional
Restoration
• Boredom is extremely stressful and enhances
feelings of burn-out. Change up the office
routine, move furniture, do more interesting
task at ‘low’ points in the day and get the
tedious tasks done first.
Emotional Restoration
Emotional
Restoration
• Restorative spaces support the needs and
relaxation of the people using them. Don’t take
your staff on a nature walk up a mountain if the
staff is not a group of hikers.
• Move your ‘no-stress zone’ in the office away
from the fax machine and telephone.
How to Help Others
• When approaching your colleagues about their
stress, compassion fatigue or burnout---make
sure to have this conversation while they are not
distracted or overly stressed.
• Identify stress-relief solutions such as retreats
and workshops.
Steps for Breaking Out of the Negative
Stress Cycle
1. Stop the negative messages flooding
your mind.
2. Breathe by taking a deep breath and
slowly letting the air out.
3. Reflect on the situation
4. Choose to find a solution
(Managing Stress, p.27)
From: Get a grip! Overcoming Stress and Thriving in the
Workplace.
• Find some downtime at
work
• Stay away from office
politics
• Avoid the grapevine
• Deal with change better
• Watch what you say to
yourself
• Do a plus-minus analysis
• Do not bring it home
• Find some time to relax at
home
• Hang out with positive
people
• Turn off the TV
• Count your blessings every
day
• Do not sweat the petty stuff
• Rituals versus Change
• Get a thorough exam
• Get enough sleep
• Learn to manage your
anger
• Share problems with others
• Smile a lot!
SOCIAL WORKERS BEWARE
“Whoever battles with monsters had better
see that it does not turn him into a
monster. And if you gaze long into an
abyss, the abyss will gaze back into you.”
- Friedrich Nietzsche
SELF HELP METHODS
Self-Help Techniques
• Know the normal reactions to stressful
events
• Be aware of your tension and consciously
try to relax
• Use the buddy system
• Talk to someone you trust and with whom
feel at ease
• Listen to what people close to you say and
think about the event
Self-Help Techniques (cont.)
• Work on routine tasks if it is too difficult to
concentrate on demanding duties
• If you cannot sleep or feel too anxious, discuss
this with someone you can trust
• Express your feelings in ways other than talking:
–
–
–
–
Draw
Paint
Play music
Journal
Self-Help Techniques (cont.)
• Do not self-medicate
• Go easy on yourself
• Avoid inflated or perfectionistic
expectations
• Seek professional advice if reactions
continue
SELF-LEARNING:
Knowles delineates self-learning with the
following justification:
Self-directed learners are better learners.
They learn more things easily.
They are fully capable of taking charge of their own
learning. (Therefore self-directed learning is more in
tune with natural process of their psychological
development).
They look for opportunities for development of
appropriate skills.
They are in favour of change in education and
learning in
Spirituality and Growth
What is “Spirituality”?
The spiritual dimension is considered equal to
the physical, psychological and emotional wellbeing of each person.
For many people, it is the simple yet sacred act
of connecting with something greater than
oneself – often referred to as your higher
power, the divine, or the absolute.
For Marianne Williamson, it is about “inviting
God into your life.”
The 3 C’s of
Spirituality:
 Connection
 Compassion
 Contribution
~ Bill O’Hanlon
How do we restore a new energy to our
lives? Is there a way of building into our
days a ground, a center, and a reminder of
what is at the heart of all our endeavors?
An extraordinary thing is that it isn’t really
the amount of work we do that wears us out.
Burn-out has more to do with the absence of
enthusiasm and dedication.
When we work with a passion, everything
changes.
- Daniel O’Leary
To have a firm persuasion in our work –
to feel that what we do is right for
ourselves and good for the world at the
exactly same time – is one of the great
triumphs of human existence.
Blake called this sense of dedication a
firm persuasion.
“My fingers emit sparks of fire
with expectation of my future
labors.”
- David Whyte
To have a firm persuasion in our work –
to feel that what we do is right for
ourselves and good for the world at the
exactly same time – is one of the great
triumphs of human existence.
Blake called this sense of dedication a
firm persuasion.
“My fingers emit sparks of fire
with expectation of my future
labors.”
- David Whyte
TASK-ORIENTED
VALUES
PERSON-ORIENTED
VALUES
Emphasis on:
Job
Production
Product
Competition
Efficiency
Comparison
Conformity
Person
Growth
Friends
Cooperation
Love
Uniqueness
Diversity
Attitudes:
Prove yourself
Judgment from outside
(producing feelings of guilt)
Utilitarian
Functional
Striving, straining
Sense of accomplishment
Time measured by rhythm of clock
Become yourself
Judgment from within
(producing conditions of peace)
Creative
Expressive
Non-grasping, non-striving
Sense of wonder
Rhythm of nature
The Symptoms of Inner Peace
 A tendency to think and act spontaneously
rather than from fears based on past
experiences.
 An unmistakable ability to enjoy each
moment.
 A loss of interest in judging self and others
 Frequent overwhelming episodes of
appreciation
 Experiences of deep connectedness with all
of creation.
 Frequent attacks of smiling through the
- Jeff Rockwell
eyes of
the heart
Putting Spirituality Into Practice






Learn to forgive
Practice gratitude
Demonstrate appreciation
Give and receive
Cultivate compassion
Honor the sacredness of all
life
It is not how much you do but how
much love you put into the doing
and sharing with others that is
important.
- Mother Teresa
We are not human beings
having a spiritual experience, we
are spiritual beings having a
human experience.
Need for Spirituality
• It is a motivating force in personal and
public life
• It is connected to moral development and
ethical behavior
• Growth, meaning, development and
purpose in life are not separate from
Spirituality
• Workplace is a critical avenue for the
expression of spiritual in contemporary life.
Five Human Values
Human Values at Work (HVW) focuses on
how you can work in accord with your
own spiritual view of life and five Human
Values that are found cross-culturally in
all spiritual traditions:
–
–
–
–
–
Truth
Righteousness
Peace
Love
Non-violence
learning opportunities
• Identify your spiritual view of life, from
which you work and grow your career
• Expand and unfold your natural ability to
express each Human Value at work
• Integrate what you think, say and do in
accord with your spiritual view of life and
the Human Values
• Make your work an arena for spiritual
growth, and to apply that growth at work
Inspired by the universal
teachings of Sathya Sai Baba
•
•
•
•
We are spiritual beings first and foremost.
Divinity is the very core of our humanity.
Spiritual values are Human Values.
All spiritual traditions share five Human
Values.
• The spiritual essence of the Human
Values is that “Divinity resides in all
creation.”
• An indicator of spiritual growth is purity
and unity of thought, word and deed.
Benefits of the
Human Values at Work
•
•
•
•
•
Truth fosters trust and open, honest
communications
Righteousness fosters high quality work
and keeping of agreements
Peace fosters creative and wise
decisions, and a focus on resolving
issues rather than blaming
Love fosters service based on sincere
caring for others' well-being
Non-violence fosters win-win
Practices of the
Human Values at Work
•
•
•
Truth – speaking honestly with
employees and customers; speaking
openly and caringly rather than behind
someone’s back
Righteousness – conducting business
with fair prices and ethical practices;
keeping agreements with all
stakeholders; taking responsibility for
problems, rather than making excuses
Peace – practicing equanimity, even in
crises or loss; seeing yourself as the
Practices of the
Human Values at Work
•
•
Love – connecting to a higher purpose in
life in which you can care for and serve
others through your work; listening
generously and compassionately to
others rather than being judgmental
Non-Violence – conducting business that
is environmentally friendly; finding winwin solutions to problems, rather than
winning at another’s expense
Christianity (Gospels in the Bible)
• The truth shall make you free (Truth)
• Blessed are those who hunger and thirst
for righteousness (Righteousness)
• Peace be with you (Peace)
• Love one another (Love)
• Love your enemies (Non-violence)
Confucianism / Taoism
•
•
•
•
•
(various sources)
He who knows the truth is not equal to him who loves it.
(Truth) Confucianism
The man of honour thinks of his character; the inferior
man thinks of his position.
(Righteousness) Confucianism
To a mind that is “still”, the whole universe surrenders.
(Peace) Taoism
Love the world as your self; then you can care for all
things. (Love) Taoism
All men have a mind which cannot bear to see the
suffering of others. (Non-violence) Confucianism
Hinduism (Baghavad Gita Ch. 16)
• Be sincere and truthful (Truth)
• Give freely and control the senses
(Righteousness)
• Be fearless and equanimous (Peace)
• Be loving, and show goodwill to all (Love)
• Don’t harm any living creature and don’t
slander
(Non-violence)
Islam (Hadith – Sayings of Muhammed)
• Speak the truth (Truth)
• Perform what you promise (Righteousness)
• Keep your heart free from malice towards
anyone (Peace)
• Do you love your Creator? Love your
fellow-beings first (Love)
• Withhold your hand from striking (Nonviolence)
Judaism (Book of Proverbs, Bible)
• They love him who speaks what is right
(Truth)
• The righteous man walks in his integrity
(Righteousness)
• A man of understanding is of a calm spirit
(Peace)
• What is desired in a man is kindness (Love)
• If your enemy is hungry, give him bread to
eat
(Non-violence)
SPIRITUALITY AND SOCIAL WORK
India is a home for in any religions and has a
rich spiritual heritage. In Hinduism the Vedas
and the Upanishads form the basis for
spirituality. They provide a method to control
one's own inner forces to realise the ultimate
truth. The truth is the key for knowing one's own
identity and the purposes of life. It gives a
detachment from oneself and helps in controlling
one's own emotions. Similarly other religions
also help their adherents to reach these ends.
SERVICE TO MAN IS SERVICE TO GOD
• We believe that service to humanity is
service to God. Humanitarianism is the
basic principle of social work. It respects
the human worth and dignity. Social work
believes in the creativity and inherent
potentialities of the individuals.
In addition to prayer and study, other spiritual
practices include
Meditation
Centering exercises such as deep breathing to
reduce stress
Visioning exercises
Building shared values
Active, deep listening
Making action and intention congruent
Using intuition and inner guidance in decisionmaking.
SOCIAL WORK AND SPIRITUALITY
Why do Social Workers Pray?
God has called us into a relationship with Himself.
Relationships require communication. Prayer is
communication between a holy God and a beloved you
and me.
God wants to be in relationship with us. And He
knows we need what He can give. Through prayer, we
experience life-transforming, life-renewing intimacy
with the Creator of the universe.
We learn more and more about His character and
how His perfect will is working itself out in our own
life. Deepening our understanding of God also deepens
our faith and desire to worship.
As we become increasingly aware of our limitations,
we can rest in the knowledge that our God is
omniscient. Availing ourselves of God’s counsel is a
We Communicate our Love to God
The purpose of the various prayer experiences is for each
individual to be able to find a way to experience God in
their lives and to discover God’s intimate will for their
lives. To understand the meaning of prayer, we must first
believe that God exists, and that Heis a personal being, a
person who can be addressed and who responds. We must
believe that God knows us, cares for us and loves us, even
more than we love ourselves.
In fact, some describe prayer as “talking and listening
with God.” Others call it “love letters” to God.
Since prayer engages and expresses our relationship with
God, the essence of prayer is communication. The
conversation of prayer deepens our intimacy with God by
drawing us into the communication with him that leads to
ultimate communion. In the process, prayer conforms us
to the Lord we love so that, as Saint Teresa of Avila says,
“the will becomes united in some way with the will of
God.”
Religion, Spirituality and Health
• There is a favorable association between
religiousness and suicide risk, drug use,
alcohol abuse, delinquent behavior, and
criminal behavior (Gartner, Larson & Allen,
1991)
• Couples who attend church regularly as
less likely to divorce—of course they may
stay unhappily married!
Models of Religious and
Spiritual Development
• STAGE 1: RAW CREDULITY
– Children believe everything they hear about
religion and spirituality
– Children cling to their beliefs because of the
bond with their parents
– “Authority based” approach
– Sometimes continues to adulthood
Models of Religious and
Spiritual Development
• STAGE 2: SATISFYING RATIONALISM
– Begins in adolescence
– Questioning previously held beliefs
– Rebellion/rejection of parental values
– Some youth retain their childhood values &
beliefs
Models of Religious and
Spiritual Development
• STAGE 3: RELIGIOUS MATURITY
– Occurs after adolescence
– Ability to remain connected to a tradition but
approach it critically
– Keep meaningful beliefs; reject those that do
not make sense
– Religion & spirituality are positive
Models of Religious and
Spiritual Development
• Some adults retain childhood faith
• Other adults have more faith than doubt
• Other adults have equal amounts of doubt
and faith
• Some never reach “religious maturity”
• Some have meaningful life without religion
or spirituality
Working with Patients’ Religious
and Spiritual Issues
• View the patient as a whole person. Avoid
splitting religious and spiritual issues from
health or psychological concerns.
• Accept patients’ religious or spiritual
stories as just that without attempting to
reframe them as psychological
Strategies for Addressing
Religion & Spirituality
• SCRIPTURE & SACRED TEXTS
– Work within patients’ belief systems
– Avoid power struggles & debates
– Be prepared to refer
– Make use of metaphor and narrative
(Richards & Bergin, 1997)
SOCIAL WORKERS GET :Consolation in
Prayer
What are the feelings of consolation in prayer?
1. It directs our focus outside and beyond ourselves .
2. It lifts our hearts so that we can see the joys and
sorrows of other people.
3. It bonds us more closely with our human community.
4. It generates new inspiration and ideas.
5. It restores balance and refreshes our inner vision.
6. It shows us where God is active in our lives and
where he is leading us
7. It releases new energy in us.
NATIONAL COUNCIL OF
PROFESSIONAL SOCIAL WORK
IN INDIA BILL 1993
NATIONAL COUNCIL FOR SOCIAL WORK
THE NEED…?
The University Grants Commission had
appointed the Second Review Committee on
Social Work Education in 1978 which submitted
its recommendations to the UGC. One of the
important decisions of this Committee was to
establish a National Council on Social Work
Education for the promotion and development of
Social Work Education in India. As this decision
required action to be taken by the Ministry of
Welfare, the Ministry constituted a working
Group to deliberate on the matter and to prepare
the draft Bill for the establishment of the Council.
WHY….?
In order to upgrade and enhance the
quality of professional education and
practice, and also to make the profession
more accountable to the public, that the
proposed Bill on the National Council of
Professional Social Work in India has
been drafted.
WHAT DOES THE NATIONAL COUNCIL OF PROFESSIONAL
SOCIAL WORK IN INDIA ACT SAY….
'Professional Social Work' means a form of practice which follows
acknowledged methods of social work carried out by professional social
workers.
(v) 'Field Work' means the prescribed supervised instructional component of
professional training through suitable field placement.
(vi) 'Social Work Professional' means a person who has undergone prescribed
courses of study and field work in social work and has passed the
examination from a recognised institution at the undergraduate and/or postgraduate level.
(vii) 'Paraprofessional' means a person who holds qualifications other than
Bachelor's or Master's degree in social work.
(viii) 'Social Work Educator' means a person who holds a prescribed social
work qualification and no is or has been engaged in teaching and research
on a permanent and full time basis in a recognised social work institution.
(ix) 'Social Work Practitioner' means a person who holds a prescribed social
work qualification and who is engaged in professional social work practice.
(x) 'Social Work Researcher' is a person who holds a prescribed qualification in
social work and is engaged in full time research in social work.
IMPORTANCE
It shall be the general function of the Council to
take, in consultation with the Universities or
other bodies concerned, all such steps as it may
think fit for the promotion, maintenance of
standards of education, co-ordination of social
work education, training, research and practice;
and for the propose of performing its functions
under this Act, .
Every person, whose name is borne on the
Register, shall be entitled to work as Social Work
Educator or practice Social Work in any part of
India.
• Role of Social Worker and the
Government in Promoting Social Work
Profession in India.
REFER NCSW
Ethical dilemma in working with
individuals and families.
Refer to the written notes……………….